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• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR025

  Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

  Elaborations

  • investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
  • examining a set of reasons for completeness
  • investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
  • discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk

  VCCCTR025 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR016

  Identify and use ‘If, then…’ and ‘what if…’ reasoning

  Elaborations

  • using the sentence starter ‘What if…’ to explore possible consequences
  • using ‘what if…’ or ‘imagine that…’ to find examples to explore the strength of suggestions
  • identifying how ‘if, then…’ reasoning can be used to move from separate pieces of information to a conclusion, for example reasoning from historical sources (i) If a First Fleet convict in the colony were found guilty of a crime then they were punished; and (ii) this convict was found guilty of being disrespectful; to (iii) inferring the convict went on to be punished

  VCCCTR016 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR058

  Encounter information and ideas through everyday experiences, problems and exploration

  Elaborations

  • experiences their actions and choices being interpreted by an adult
  • reacting and developing ideas about preferences on objects and people in the world around them
  • exposed to the possibility and connection of ideas by exploring objects and events

  VCCCTR058 | Capabilities | Critical and Creative Thinking | Level A | Reasoning

• VCCCTR038

  Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions

  Elaborations

  • exploring the extent to which agreement or consensus indicates certainty about matters of fact such as how the Pyramids were built; and value, such as the meaningfulness of an artwork
  • discussing whether the way something is indicates how it should be, for example choosing the least sustainable option in response to a market trial showing consumers prefer packaging that happens to be the least environmentally sustainable option
  • investigating how science knowledge and understanding is developed
  • exploring an issue and identifying areas that require technical expertise, those that require broader citizen input or both
  • evaluating different ways of negotiating an issue such as forums, information sheets or government panels

  VCCCTR038 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTR076

  Apply reasoning to routine tasks and identify their feelings about their work, action or the consequences of a choice

  Elaborations

  • completing a familiar task, using objects appropriately based on past experience
  • using past knowledge to guess what an object is and what it is for
  • drawing conclusions and designing a course of action by following a visual schedule or sequence

  VCCCTR076 | Capabilities | Critical and Creative Thinking | Level C | Reasoning

• VCCCTR014

  Distinguish between main and peripheral ideas in own and others information and points of view

  Elaborations

  • annotating an argument with different colours or using a concept map to show the most important and less important information and explaining their annotations to others
  • experimenting with arguments by changing the order of ideas and discussing effectiveness
  • creating a bumper sticker or headline to show the main idea in a point of view
  • comparing different responses to identify main ideas and information, for example on why people participate in community activities

  VCCCTR014 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR086

  Use examples and past experience to illustrate understanding and point of view

  Elaborations

  • drawing conclusions and designing a course of action by acting out and identifying alternatives with teacher support
  • evaluating procedures and outcomes by investigating whether their work sounds and works right or makes sense with teacher support
  • identifying the main ideas and concepts developed as the result activity or investigation

  VCCCTR086 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR057

  Exposed to the application of reasoning and conclusions

  Elaborations

  • sharing words that show a conclusion has been reached
  • exposed to the reasoning by adults as they make choices between two options
  • adults explain everyday events and occurrences to show reasoning

  VCCCTR057 | Capabilities | Critical and Creative Thinking | Level A | Reasoning

• VCCCTR046

  Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question

  Elaborations

  • identifying why a claim in a persuasive text such as ‘when will people stop being so greedy?’ or an interview question asked by a journalist such as ‘what are you afraid of?’ is begging the question and how begging the question is often used as a term for circular arguments
  • discussing how false dichotomies are used, for example by stakeholders in political issues when they try to persuade
  • analysing a range of examples to explore when particular forms of reasoning are legitimate and when they are fallacious, for example, ad hominin arguments and the relevance of criticising the person making the argument rather than the argument itself; or hasty generalisations and whether an evidence base is sufficient enough to generalise from

  VCCCTR046 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR085

  Identify own reasoning and explore ideas, information and options with others

  Elaborations

  • identifying the elements of a problem which is broken down by a teacher and comparing feelings and solutions
  • identifying what they are thinking and their decision while attempting to solve a problem when prompted
  • identifying what they think about two possible actions from a field and possible consequences

  VCCCTR085 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR084

  Explore reasons and conclusions through investigation

  Elaborations

  • recording their understanding through images and words
  • beginning to explain the reasons for their choice, conclusion or decision
  • exploring and investigating and establishing ideas and understandings during and at the conclusion of this process

  VCCCTR084 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR048

  Investigate the nature and use of counter examples structured as arguments

  Elaborations

  • using a clearly absurd case to construct a counterexample that shows the faulty form of an argument, for example criticising an argument by showing that it is of a similar form to ‘if cats are amphibians, then cats are animals; cats are animals, therefore cats are amphibians.’
  • using ‘if…then’ reasoning to construct a counterexample, for example ‘But if this (other industry) tried this innovation strategy, it would be much more expensive and so not all industries could do it so easily’

  VCCCTR048 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR067

  Experience information and ideas by participating in routine experiences

  Elaborations

  • exploring the world around them by attempting different courses of actions
  • experiencing step by step activities and experiencing teachers explaining course of action
  • evaluating procedures and outcomes by experiencing the effect of their actions throughout daily activities
  • sharing ideas about what keeps you safe during routine experiences

  VCCCTR067 | Capabilities | Critical and Creative Thinking | Level B | Reasoning

• VCCCTR005

  Compare and contrast information and ideas in own and others reasoning

  Elaborations

  • sharing points of view and discussing information and ideas used to help reach each point of view
  • talking about two arguments with similar conclusions and identifying the information or ideas used in each identifying similarities and differences

  VCCCTR005 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCCCTR037

  Investigate when counter examples might be used in expressing a point of view

  Elaborations

  • discussing whether exceptions to a rule affect its strength, for example in testing technological solutions and considering the number of times the solution failed and how it failed
  • identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim

  VCCCTR037 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting